After covering the segment, Zach worked on the body for his informational/explanatory essay. We discussed different strategies for improving his writing process including: drafting and revising for word choice, sentence structure and the logical progression of ideas while including textual evidence with correct citations. Next, Zach tried to set up his DBA and collaborative assignment partner. Lastly, Zach wrote the first draft of his conclusion.

Zach submitted his research sources with analysis, a redrafted thesis, and a outline for his upcoming research paper on the effects of advertising on teens. Zach should start reading "The Namesake" for the upcoming module.

First, Zach wrote a reflection of his DBA and submitted it. Next, Zach did a research project looking at the way technology advertisements target teenagers. He analyzed multiple ads and summarized the multiple effects they might have on teenagers. He pondered whether the ads are effective and ethical and wrote a response. Zach then went on to craft a thesis statement and construct an outline for his persuasive essay.

Zach completed two lesson segments and assignments asking him to practice identifying and sequencing logical support for the central idea of a piece of writing; and identifying the persuasive appeals used in a number of different advertisements. Zach needs to complete the DBA from module 1.

Today, Kelly completed two vocabulary tests. Next, we began revising the draft of her To Kill a Mockingbird paper.

Paige completed a number of vocabulary exercises to practice her use of context clues and learn higher level words. Next we read "Self Reliance" by Emerson. We stopped to discuss, define difficult vocab and reread unclear passages. Next, Paige began her assigned reading analysis questions.

Today, Zach began by writing an analysis of two different works of 19th century American literature. He had to support his explanation by using specific evidence from the text. We revised his work, and he perfected and submitted it. Next, Zach completed the module 1 quiz on using context clues to ascertain a word's meaning. Next, we moved on to module 2, which covered the correct way to cite textual evidence in a paper. Zach then completed an assignment requiring him to summarize a writing prompt and answer a question using a direct quote.

First, Zach took the pretest for module 1. Next, Zach and I went over how different interpretations of the same piece of literature can change the meaning for its audience, especially when remade into a play or movie. We looked at different examples of King Kong, Romeo and Juliet, and As You Like it. Zach then wrote an analysis of two different video renditions of passage 'The Seven Stages of Men,' and then offered a proposal of how he would produce his own version of the speech. Next, we moved on to a segment covering the usage of context clues in figuring out difficult vocabulary and Zach took a short quiz.

We revised the essay on the American Dream and the correlation of that with the leadership styles of Bradford, Bradstreet, and Smith.

We prepared for the essay portion of the test tomorrow regarding the American Dream and leadership styles of Smith, Bradford and Bradstreet and prepared the textual evidence (quotes) on the 3x 5 card that he will bring with him.